ERIC Number: ED262470
Record Type: Non-Journal
Publication Date: 1985-Sep
Reference Count: N/A
Involuntary Teacher Transfer: An Intervention Strategy for Professional Development. Final Report.
Hannay, Lynne M.; Chism, Nancy Van Note
This study examines an intervention in a Canadian school district that employed teacher and principal reassignment as a stimulus to professional growth. The researchers interviewed the transferred teachers and principals as well as a sample of nontransferred teachers, parents, and district trustees to explore the effect of transfer on the development of transferred teachers, as well as on the teachers' colleagues, schools, and district. Among the positive effects found by the study were increased teacher enthusiasm and use of new techniques, enlarged teacher perspectives on student development and district needs, self-examination and change in the receiving schools, and increased dialogue and sharing of ideas among teaching staffs. Negative effects of the intervention included teacher distrust, burdensome preparation time, practical problems of time and money connected with travel to new schools, and mutual adjustment difficulties between teachers and community members. The study draws on the case to discuss conditions under which transfer can offer a viable solution to teacher stagnation and to recommend essential elements for a transfer policy. (Author)
Descriptors: Administrator Attitudes, Case Studies, Educational Environment, Elementary Secondary Education, Faculty Development, Foreign Countries, Parent Attitudes, Peer Relationship, Principals, Program Effectiveness, School Districts, Teacher Attitudes, Teacher Transfer, Teachers, Transfer Policy
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Identifiers - Location: Canada